Global Perspectives on Dialogue in the Classroom: Cultivating Inclusive, Intersectional, and Authentic Conversations

Acknowledgments
Contents
Notes on Contributors
List of Figures
List of Tables
Part I: The Value and Limits of Western Perspectives on Dialogue
	Chapter 1: Introduction: Beyond Borders, Labels, and Divides
		The Beginnings of This Book
		Context, Overview, and Significance
		Why Global Dialogue Perspectives in the Classroom?
			Defining Global
			Cultivating Inclusive, Intersectional, and Authentic Conversations
				Inclusion
				Intersectionality
				Authenticity
				Step Forward, Step Back: Complicating Inclusion, Intersectionality, and Authenticity
		Overview of Key Dialogue Thinkers
		Social Location of Co-editors
		Mission Possible: Setting the Stage for Meaningful Dialogic Moments
		When Not to Dialogue
		Overview of Chapters
			Part I: The Value and Limits of Western Perspectives on Dialogue
				Introduction: Beyond Borders, Labels, and Divides
				Decolonizing the Classroom: Settler Colonialism, Knowledge Production, and Antiracism
			Part II: Navigating Paradoxes and Multiplicity
				Interfaith Dialogue: Managing Paradoxes
				Harmony: Essence and Applications to Dialogue
				Not Transition, But Translation: A Dialogic Approach to “Differences” in a Korean Diasporic Evangelical Church
			Part III: Between Rupture and Transformation
				Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Making
				Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups
				Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation
				Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Other
			Part IV: Ongoing Dialogical Practice in Classrooms
				Dialogic Learning in the Time of a Global Pandemic and Beyond
				Relationality as a Way of Being: A Pedagogy of Classroom Conversations
				Dialogue and Systems Theory: Teaching Public Conversations in Family Therapy
				Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogue
		References
	Chapter 2: Decolonizing the Classroom: Settler Colonialism, Knowledge Production, and Antiracism
		Making Power Visible
		Decolonizing as Rehumanizing
		Ethics and Positionality
		Re-envisioning a Better World
		References
Part II: Navigating Paradoxes and Multiplicity
	Chapter 3: Interfaith Dialogue: Managing Paradoxes
		What Is Dialogue and Why?
			Managing Dialogue Paradoxes
			Talking Versus Acting
			Individual Versus Collective Paradox
			Content Versus Process
		Beginning Thoughts for Interfaith Dialogue in Classrooms
		References
	Chapter 4: Harmony: Essence and Applications to Dialogue
		Harmony Within: Reflecting on Social Location
		My Stories of Social Harmony
		Understanding the Cultural Origins of Harmony
		Connecting Harmony to Dialogue
			Watered-Downed Practices of Harmony
			Freedom and Harmony
			Existential: A-Part-of/A-Part-from Relationship
		The Politics of Harmony
		Harmony in Dialogical Pedagogy: Lessons Learned
		References
	Chapter 5: Not Transition, But Translation: A Dialogic Approach to ‘Differences’ in a Korean Diasporic Evangelical Church
		Korean Evangelicalism Intersected by Post-structuralist Interests
			Difference as a Paradox
			Discursive Boundary and Power Relations Preceding Dialogue
		Serving a Korean Diasporic Community by Leading an Evangelical Bible Circle
		Building Dialogic Relationships While Cracking Authoritarian Ones
			Self-Deprecating Humor to Subvert Power Relations
			Disrupting Seniority Built in Korean Language
			Sharing Food, Chat, and Time
		Not Transition, But Translation
		Implications for Teaching in the Classroom Context
		References
Part III: Between Rupture and Transformation
	Chapter 6: Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Making
		Background and Literature
		Overview of Concept and Theory
		Discussion of Ideas
		Case Scenario
		Implications for Teaching and Practice
		References
	Chapter 7: Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups
		South African Black Queer Death Economy
		Dialogue in South Africa
			Narrative Design
			The Workshop
		Application to the Classroom
		Findings and Conclusion
		References
	Chapter 8: Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation
		Trauma-Informed Peacebuilding and Social Healing
			An Exemplar of a Trauma-Informed Peacebuilding Program
			Toward Social Healing
		Intergroup Dialogue for Social Healing
			Proposition 1: Understanding Intergroup Conflict Through the Lens of Collective Trauma and Transformation
			Proposition 2: Understanding the Triune Brain and Neuroplasticity
			Proposition 3: Understanding Polyvagal Theory to Activate Social Engagement
		Spaces and Practices for Social Healing–Centered Engagement in Classroom Dialogues
			Safe(r) Space
			Holding Space
			Transformative Space
		Final Thoughts
		References
	Chapter 9: Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Other
		Disconnection with Nature and Its Detriments: The Problems Facing Our World Today
		From Separation to Connection Through Arts and Dialogues: An Urgent Call
		Arts and Fostering of Imagination and Creativities
		Combining Arts- and/or Eco-based Experiences to Crystalize Thoughtful and Meaningful Dialogues: First-Hand Experiences
			Annie’s Story
			Jing’s Story
		Implications for Teaching and Practice
		References
Part IV: Ongoing Dialogical Practice in Classrooms
	Chapter 10: Dialogic Learning in the Time of a Global Pandemic and Beyond
		Making the Best of Disrupted Space: Dialogue as Bonding Experience
			Reflections by Annie Rappeport
				Multiple Modalities for Virtual Co-Learning
				Student Reflections
				Personal Reflection
		Will Teaching Online Become the New Normal? Some Reflections
			Reflections by Dr. Régine Uwibereyeho King & Hortensia R. Barrios
				Pivoting to Online Dialogic Learning
				Lessons, Reflections, and Dilemmas
		Fostering Student Voice and Dialogic Agency in the Virtual Environment
			Reflections by Cheryl Nuñez
		Virtual yet Real Connection, Consciousness, and Change
			Reflections by Dr. Eugene Aisenberg & Dr. Biren (Ratnesh) A. Nagda
				Social Connection as Antidote to Physical Distancing
				Contexts as Content for Critical Consciousness
				Disruption as a Call for Innovative Change, Not Interruption
		Conclusion
		References
	Chapter 11: Relationality as a Way of Being: A Pedagogy of Classroom Conversations
		More Than Individual Consciousness Raising
		Beyond a Structural Understanding of Power
		Literature Review: Relationally Oriented Pedagogy
		Toward a Relationally Directed Pedagogy
		Connecting Ideas to Classroom Dialogue Practices
			Case Scenario
		Implications for Teaching and Practice
		References
	Chapter 12: Dialogue and Systems Theory: Teaching Public Conversations in Family Therapy
		Reflecting on Our Social Locations as Family Therapy Educators
		Theoretical Framework
			Reductionistic Thinking
			Systems Thinking
			How Change Occurs in the Relational World
			When Words Become Objects
			The Systemic Nature of PCP
		Teaching How to Value Diversity
			Beliefs Cannot Be Mandated
			Trusting the Integrity of Student’s Wisdom About Themselves
			It Could Have Been Different: Realizing That All Beliefs Are Shaped by Experience
			Embracing the Gray Areas: Sometimes the Edges of Beliefs Get Blurry
		A PCP Case Example: “Jeremy”
		Practicing a Curious Posture: A Key Element in Dialogue
		Implications for Teaching Dialogue in Therapy Education
		References
	Chapter 13: Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogue
		Translating Inclusion, Intersectionality, and Authenticity for a Global Classroom
			Power Disruption
				Decentering Eurocentrism and Universal
				Centering Community Cultural Wealth
				Challenging Racism and Developing Anti-Racist Pedagogies
				Relationality
				Rehumanizing Through Community and Connection
				Cultural Humility and Relational Ethics
				Facilitator Positionality, Self-Reflexivity, and Vulnerability
				In-Betweenness
				Paradoxes and Dialectics
				Cultural Complexities and Contradictions
				Bearing Witness and Holding Space
				Holding the Globe of Dialogue as Whole
				Barrier and Impediments to Dialogue
		Looking Ahead: Enduring and Critical Prospective Reflections
			Rethinking a Global Context for Dialogue
			A Call for Coalitions Across Differences
			Insights on Honoring Silence and the Unspoken
		Living Dialogically
		References
Index